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Transformative Learning through OpenLIVES: An Integrated Approach to Pedagogy

The OpenLIVES project at the University of Leeds focuses on innovative pedagogical developments aiming to foster autonomous, personalized, and collaborative learning experiences. By blending academic skills with real-world applications, students transition from traditional roles to producers and researchers, gaining essential life skills. This approach emphasizes socially constructed knowledge and ethically produced content, encouraging engagement through meaningful outputs and flexible learning. The project aims to bridge the gap between teaching and research, enhancing employability and life-long learning.

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Transformative Learning through OpenLIVES: An Integrated Approach to Pedagogy

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  1. The OpenLIVES project:Pedagogical Developments @ Leeds Antonio Martínez-Arboleda University of Leeds OpenLIVES HEA Workshop University of Southampton – LLAS 23 May 2012

  2. OpenLIVES module @ Leeds

  3. OpenLIVES Autonomous Learning

  4. OpenLIVES Organic Pedagogy Social, Meaningful, Integral, Trans-academic, Collaborative, Ethical, and Personalised Learning -Chris Willis , Flickr CC BY

  5. OpenLIVESOrganicPedagogy • Socially and personally relevant student outputs: Digital profile, socially and personally meaningful, engaging. From pupil student to researcher, producer (Mike Neary) and public author. • 2. Full-cycle complex student production process • From the fields to the table • 3. Trans-academic life skills • Academic Skills transferred to professional/life contexts within an educational environment – transferring skills • ‘Transferring skills’: higher order skills that enable the person ‘to select, adapt, adjust and apply [his or her] other skills to different situations, across different social contexts and perhaps similarly across different cognitive domains’ (Bridges, 1993, p.50).

  6. OpenLIVESOrganic Pedagogy • 4. Socially constructed knowledge • 5. Research-based graded learning • M. Healey + RSD of the University of Adelaide • 7 Ethically produced knowledge • 8. Flexible and personalised learning Alaska_Dude, Flickr, CC BY

  7. External references of work mentioned today Student as Producer: http://studentasproducer.lincoln.ac.uk/ (Mike Neary) (last accessed 5 July 2012) Jenkins A, Healey M and Zetter R, Linking teaching and research in departments and disciplines York: The Higher Education Academy 2007 http://www.heacademy.ac.uk/assets/documents/teachingandresearch/LinkingTeachingAndResearch_April07.pdf (last accessed 5 July 2012) Yorke, M. Employability in higher education: what it is – what it is not The Higher Education Academy Learning and Employability Series. 2006. http://www.heacademy.ac.uk/assets/documents/employability/id116_employability_in_higher_education_336.pdf (last accessed 5 July 2012) Ehiyazaryan, E. & Barraclough, N. (2009). Integrating real world experience in the curriculum: enhancing learners' employability. Education & Training Journal, 51(4), pp. 292-308. http://www.adelaide.edu.au/rsd/framework/ (last accessed 5 July 2012)

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